LEARNING WITH DIGITAL TECHNOLOGIES: A MODEL OF ELEARNING IN CLASSROOM CONTEXT IN UNIVERSITY EDUCATION

ABSTRACT

The case study has as main objective the analysis and evaluation of the use of the Technology Enhanced Learning Environment (TELE) in the University Education, through what is usually designated as eLearning, and understand the impact that these methodologies are having in presence classroom teaching, the way they are being used and in what way students and teachers have been confronted with this reality. Specifically aims to analyze the impact of the implementation of an eLearning model in the apprenticeship and understand the relationship between a methodological strategy supported by LMS Moodle in the classroom, the digital competences and skills that the students have and the results of that in terms of teaching-learning.

Moodle was the learning platform selected as support to the teaching-learning process in the discipline of Multimedia Edition of the Degree in Social and Cultural Communication in the Portuguese Catholic University (UCP), with a class of 42 students in total. As such, it was the environment used for interaction between students and between students and teacher after class time and space.

In order to fulfill the proposed objectives, three instruments for data collection were used: Two questionnaires to the students, in different moments, first, seeking to gain insights about their digital competences and, in a second time, assess the perception and the satisfaction level of the students regarding the learning model implemented; Non participant observation of the classroom (structured and naturalistic), delimiting the following dimensions: strategies operationalized by the teacher, materials/resources and tools used and practices and student’s attitudes; Platform records through the analysis of the interactions between students and also with the teacher through discussion forums.

The study allowed to certify the very positive impact in the students' satisfaction levels and to establish an effective relationship between technology and the acquisition of meaningful learning: potentiated an active and interactive learning and a context for collaborative work; consequent self-regulatory capacity in learning; promoted the development of digital literacy; enabled the adoption of diversified learning methodologies; contributed to the increased participation, motivation and enthusiasm of students.

KEYWORDS: Bologna Process, digital literacy, eLearning, learning management system, digital technologies, learning.